Research Article
Effects of Process-Genre Approach on Students’ Writing Strategy Use in Paragraphs: Second-Year Wachemo University Students
Table 6
Paired sample t-test results of the EG in the before- and after-conventional treatment in the use of writing strategies.
| Variables | Measurements | N | Mean | S.D | t-Value | DF | Sig | Effect size | Relative size | In (%) |
| Cognitive writing strategies | BT | 56 | 2.46 | 1.089 | −16.756 | 55 | 0.001 | 0.69 | Moderate | 79 | AT | 56 | 4.18 | 0.688 |
| Meta-cognitive writing strategies | BT | 56 | 2.48 | 0.942 | −20.883 | 55 | 0.001 | 0.73 | Moderate | 79 | AT | 56 | 4.22 | 0.689 |
| Compensation writing strategies | BT | 56 | 2.46 | 1.098 | −14.783 | 55 | 0.001 | 0.70 | Moderate | 79 | AT | 56 | 4.24 | 0.665 |
| Social writing strategies | BT | 56 | 2.43 | 1.176 | −49.303 | 55 | 0.001 | 0.74 | Moderate | 79 | AT | 56 | 4.45 | 0.563 |
| Affective writing strategies | BT | 56 | 2.23 | 1.038 | −15.577 | 55 | 0.001 | 0.74 | Moderate | 79 | AT | 56 | 4.16 | 0.689 |
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